Israel's Council for Higher Education has given Ben-Gurion University's political science department three weeks to correct what the council sees as various failings, or to risk being shut down, Haaretz reported. The council has cited a review calling for the department to expand its offerings. But many in the department and many academics all over the world who have signed petitions on the issue believe that the alleged quality concerns are a cover for political concerns. Ben-Gurion's politics department is home to prominent critics of Israeli government policies and right wing groups in Israel have accused the program of being "anti-Zionist."
The Institute of International Education released a report on Monday on the first year of the Brazil government’s Science Without Borders scholarship program. The 1,954 Brazilian undergraduate students who have come to the United States so far have studied at 238 host institutions. Nearly three-fourths (71 percent) are enrolled in engineering or computer science courses.
A new report from World Education Services identifies four key emerging markets for international students: Saudi Arabia, Brazil, Vietnam and Turkey (listed in order of importance).
A main message of the report is that American colleges should diversify their international student recruitment efforts beyond China, India and South Korea (which, collectively, are the source of almost half the international students in the United States today). The report also identifies key opportunities and challenges in each of the four emerging markets. In both Saudi Arabia and Brazil, massive government scholarship programs promise a continuous stream of sponsored students, but significant percentages require intensive English training before they can begin college-level coursework. In Vietnam, rapid economic growth and a large youth population have fueled demand, but financing remains a challenge. In Turkey, building on collaborations is key: the country is host to the third-largest number of joint or dual degree programs with U.S. universities. Yet, cracking the Turkish recruitment market – which is heavily oriented toward graduate students -- seems to be particularly difficult.
Education officials from Taiwan traveled to California last week to recruit students, The Los Angeles Times reported. About 1,000 people -- many of them recruited because they are Taiwanese-Americans -- attended the first education fair ever put on by Taiwan in the United States. Wei-Ling Chiang, Taiwan's minister of education, made the case, noting that undergraduates would pay about $3,000 in tuition, lower living costs than in the U.S., and that some programs are taught in English.
Australia's government issued a report Saturday about the need for the country to engage more with Asia -- and education at all levels is involved with this goal. Among the recommendations: sending more Australian students to study abroad in Asia, adding to the study of Asian countries and languages at Australian universities, building research programs that link Australian and Asian faculty members, and making Asian language study (in Chinese, Hindi, Indonesian and Japanese) available and encouraged in Australia's elementary and secondary schools.
Israel's government is planning a number of new programs to promote greater enrollment and success of Arab students, The Jerusalem Post reported. Arab enrollment levels lag in Israel, in part because only 22 percent of Arab high school graduate meet the entrance requirements for universities, compared to 44 percent of Jewish students. Universities will be required to come up with plans for recruiting Arab students. Further, funds will be made available for universities to create programs to help Arab students improve their Hebrew, and information centers will be set up in Arab towns to provide academic guidance on preparing for higher education.
Neo-racism toward international students, such as the recent incidents at Michigan State and Ohio State Universities, highlights the challenges higher education leaders face in creating a positive campus climate for international students. Many international students live in a parallel social world, shut off from friendships with American peers. When a neo-racist act occurs, international students – and all students, except for a few – look to campus administrators and faculty for ethical academic leadership. Even if no major incident has occurred, campus leaders are responsible for creating a positive climate for the burgeoning number of international students arriving at their institutions.
While there is no "one size fits all" approach, we offer for consideration three "educational encounters" that make a positive difference in the lives of international students. Our recommendations are primarily based on analysis of the results from the Global Perspective Inventory (GPI), a multi-university survey that examines the relationship between educational experiences and global learning of over 70,000 U.S. undergraduates, including almost 3,000 international students. We are both involved in this research project. Drawing on key findings from our research, we propose three educational encounters that campus leaders may consider to create more inclusive campus climates for international students.
1. Educational encounters that involve discussion and dialogue enhance international students’ positive perceptions of campus climate.
Of the 12 high-impact educational practices we have examined, courses that include opportunities for dialogue are the most strongly associated with positive perceptions of the campus climate for international students. International students who have taken courses that involve dialogue among students with different backgrounds and beliefs report a greater sense of connection to their host institution, higher grade-point-averages, and are more likely to form relationships with cross-cultural peers outside the classroom.
Comprehensive internationalization efforts must consider how "encounters with difference that make a difference" may become more pervasive in the classroom. We know a significant number of students -- both domestic and international students -- never meaningfully engage in cross-cultural dialogue in the classroom. Such encounters evoke cognitive dissonance; alter existing ideas, views, and sense of self; and encourage new forms of interaction with others who are different from oneself. They invite students to interact with others across cultural, social, economic, and religious divides; and to reflect, share, and build on their experiences, as a means of dealing with cognitive dissonance. All kinds of courses may incorporate dialogue. For example, an advanced-level business course where students discuss diverse perspectives on leadership can be just as meaningful for international students as a discussion-based course addressing issues of race, ethnicity, gender, class, or religion. Group work involving student-to-student discussion outside the classroom may not have the same benefits as facilitated classroom dialogue, however. Out-of-class group projects, if not well designed, can exacerbate language and cultural issues between students, leaving international students feeling more isolated and dejected.
2. Educational encounters that provide a secure base of support for cross-cultural exploration enhance international students’ positive perceptions of campus climate.
International students’ perceptions of campus climate do not solely result from their interactions with American students; their perceptions also reflect whether they connect with peers who share their cultural heritage. International students who engage in activities reflecting their cultural background view their campus more positively and report an enhanced sense of well-being. Additionally, friendships with other international students play a critical role in staving off depression, improving academic performance, and increasing student satisfaction with their college experience. A strong social network of international student peers provides a secure base to begin exploring friendships with American students; international students tap into each other’s social networks to make new American and international friends. International students who regularly participate in organizations reflecting their own culture are more likely to participate in activities
reflecting another culture, as well as to feel both challenged and supported by their college or university.
3. Educational encounters that involve partnerships among international student offices, counseling centers, and other student support services enhance international students’ positive perceptions of campus climate.
Mental health issues, such as depression, loneliness, and anxiety, are well-documented in research on international students. Needless to say, discriminatory experiences adversely affect international students’ perceptions of their campus. According to our research, international students who experience discrimination are two-thirds less likely to discuss feelings and share problems with peers. Faculty, peer mentors, and international educators, therefore, must be the first line of support for observing if an international student appears distressed. Communication and coordination between leaders in international student offices, counseling centers, faculty development offices, and student support services is essential for comprehensive support. Partnering units can work to connect existing efforts by co-sponsoring programs, offering faculty development opportunities, and organizing campus-wide conversations on diversity issues. Partnering not only better-serves international students, it invites educators across campus to learn how they might adapt their existing services to become more responsive to international students from diverse cultural backgrounds.
Time For Action
Some may argue that cash-strapped colleges and universities have rushed into international student recruitment, driven by tuition dollars, without fully considering its implications for student support services, residence life, or undergraduate education. Regardless of the various motivations for expanding international student enrollment, this much is clear: international recruitment must be matched with real institutional change. If the rise in the number of international students studying in the U.S. is to strengthen teaching and learning, leaders must identify the types of educational experiences that contribute to international students' positive perceptions of their campus’ climate and their learning and development.
Many campus leaders want to act, yet have little research to guide conversations about the kinds of interventions that will make a meaningful difference. We believe focusing on experiences that contribute to international students’ positive perceptions of their campuses offers one entry point for catalyzing conversations about comprehensive internationalization. The growing presence of international students, while introducing new challenges, also creates new opportunities to strengthen higher education’s academic mission, where international students contribute to the learning and development of all students.
Chris R. Glass is assistant professor of educational foundations and leadership at Old Dominion University. Larry A. Braskamp is professor emeritus and former senior vice president for academic affairs at Loyola University Chicago.
The University of Tokyo is planning to shift the start of its academic year to the fall, and the move has been greeted with approval by many higher education leaders in Japan, who expect the move to prompt similar shifts elsewhere. The idea is that Japanese universities will benefit by being on a similar academic calendar to that used in much of the Western world, and that high school graduates can enjoy a summer vacation rather than starting their programs in the spring. But The Japan Daily Press reports that many parents are objecting to the plan. Their concern: They aren't sure what they will do with their children between when they graduate high school and when they enroll at a university.
"Would you date someone who was African-American?" The interviewee quickly responded, "No, they will hurt me because they are so big and I don’t like their curly hair and big lips, it’s not my style. It may come from Western aesthetics of blond and white."
These were not the words of a white supremacist, nor those of an anti-immigration advocate, but of a 21-year-old Korean international college student. Her negative perceptions of African Americans were commonplace in my Ph.D. dissertation study of 44 Chinese, Japanese, and Korean international students’ experiences with cross-racial/ethnic interaction at University of California at Los Angeles. Upon reading Elizabeth Redden’s article in Inside Higher Ed,"I’m Not Racist, But," I was reminded how xenophobic and intolerant domestic students can be toward international students.
An often-overlooked area of inquiry is what racial attitudes and stereotypes international students bring to America, which affect with whom they interact, how they navigate their college experience in the U.S., and campus climate as a whole. Racial misunderstandings take place on both sides of this international and domestic relationship, indicating that there must be concrete efforts taken by universities to promote cross-cultural interaction and educate students about the historical, racial/ethnic, and cultural diversity that exists in both international and domestic student communities.
More than half of students interviewed in my dissertation study held negative stereotypes of African-American and Latino people. This stemmed from little to no interaction with individuals of a different racial/ethnic background, combined with media images of African-American and Latino people as poverty-stricken or criminals -- images found both in Asian and American media. A racial hierarchy emerged as students explained that white people were on the top of this status pyramid because of the perceived wealth, beauty, and education portrayed in American and Asian film and television. East Asians and Asian Americans came second, Latinos third, and African Americans as well as Southeast Asians were lowest on this hierarchy. Southeast Asians were placed at a low level due to the developing economic conditions of many Southeast Asian nations as well as an Asian racial hierarchy based on phenotype, with darker skin being less desirable.
East Asian international students had positive views toward Asian-American students; however, upon further interaction between these groups on campus, Asian international students felt as though they were not accepted by Asian Americans and had trouble finding topics to discuss with Asian Americans because they were, as one interviewee put it, "white inside their heart," or very Americanized. While Asian international students wanted to interact with white Americans, they also felt like white Americans did not want to interact with internationals and when they did, internationals experienced social discomfort due to language barriers and lack of common topics to discuss. Without a required diversity course at UCLA, many international students complete their educational experience in America maintaining the same stereotypes with which they came into college.
These findings are troubling and may have greater implications as international students become a larger population of our colleges, universities, and citizenry. According to the International Institute of Education, in the 2010-2011 academic year, the number of enrolled international students studying in the U.S. rose to 723,277, a 32 percent increase from a decade ago. Chinese students increased by 23 percent, to 158,000 students, Indian students reached 104,000, and Korean student numbers increased to 75,065 students. A symbiotic relationship is taking place here, in which international students are flocking to America for skills, knowledge, and opportunity, while international students infused $21 billion into the American economy last year. Universities and the U.S. government are gaining not only the intellectual, racial, ethnic, and cultural diversity, but also a much-needed revenue stream.
With this growing population of international students, colleges and universities should be creating policies and programs to lessen balkanization and racial discrimination, and at the same time, integrating international students into life in the U.S. by teaching American history, politics, culture, and diversity. America has gone to two wars in the last decade, some have argued, in order to spread American democracy and values of tolerance. Now we have 723, 277 international students at our doorstep and what are we doing to educate them about our government institutions and racial diversity?
Sadly, the answer is "not enough." The University of California System exempts international students from taking the American History and Institutions requirement, while diversity courses are required on some UC campuses but not others. The University of Southern California, the university hosting the largest number of international students in the nation (8,615 students), does have a diversity requirement, but more can be done to help create tolerant and aware global citizens. Many university international centers have international student orientation single-day events, but there may need to be more workshops, programs, and structured classroom experiences in academic departments and residential life spaces to help reduce international-domestic student balkanization and build bridges of cultural understanding between the two groups.
My dissertation illustrated that international student stereotypes could easily be broken through positive contact between seemingly disparate groups, whether these interactions took place in living spaces, work places, the classroom, or in student clubs.
Undergraduate international students who lived in the residential halls had the most contact with cultural/racial out-groups and were more exposed to diversity programming in their living spaces. Undergraduate and graduate students who lived off-campus had fewer cross-cultural/racial interactions and as a result held more stereotypical views toward racial out-groups. International students in the humanities had more interactions with cultural/racial out-groups and were more comfortable with their language abilities, both factors that led to ease of cultural adjustment and stereotype reduction. International graduate students in the sciences tended to have co-national labmates and advisers, which resulted in less interaction with domestic students and the creation of a niche community of co-nationals.
Higher education institutions’ international centers understand the benefits that come with positive international-domestic contact; therefore, they have begun to address this issue of international-domestic student discrimination and balkanization. UCLA’s Dashew International Center instituted a program called Global Siblings, which creates activities and events specifically for international and domestic students to interact. UCLA also created an American Culture and Communication course where students learn American culture through music and film, while debunking racial stereotypes within the media. Santa Monica Community College has a peer mentor system that also aids international students.
As the recent article here illustrates, these are good first steps, but there must be a culture of sensitivity and cultural awareness on the part of professors, students affairs officers, and students to make international students feel welcome. Building a culture of tolerance takes time, but as the number of international students grows, colleges and universities will have to adapt quickly to serve the needs of these students or else face a decline in revenue from this unique population.
American universities must also heed the needs of international students because many of them are elites from their country and expect to be treated well and provided with the academic/social services that they desire. In TESOL Quarterly, University of San Francisco ESL Professor Stephanie Vandrick refers to this contemporary wave of privileged young internationals as the "students of the new global elite" (SONGEs). These students come to America from upper-middle class families in their country and expect quality services and amenities to be provided at an American university.
They are often status-driven, seeking an educational advantage over their peers back home. Therefore, if they do not feel they are welcomed at a university, if they face racial discrimination, or if they are not being provided with the amenities they expect, they will apply to a different university or tell their friends in their home country about their lackluster experience in America. This could affect the reputation of the university abroad, and could hurt public universities that may not be able to provide the student services and individual attention that private universities can. These students of the new global elite (SONGEs) are paying top dollar to earn an education and experience life in America. They should not be relegated to racial slurs, covert taunts over the twittersphere, or subjected to what Jenny J. Lee, associate professor at the University of Arizona’s Center for the Study of Higher Education, calls neo-racism.
It is true that international students also hold stereotypes toward racial/ethnic groups in America, but with increased international-domestic interaction, both student bodies can learn from each other. If we are to truly create global and tolerant citizens that will be the future leaders and teachers of tomorrow, we must create more college diversity courses, not shy away from teaching American history, culture, and government to international students, and create safe spaces on campus to discuss international-domestic student relations. It is in the interest of American colleges and universities not only to recruit international students but to give them the rich education for which they are paying and from which the global community will benefit.
Zack Ritter is a graduating Ph.D. student in higher education at the University of California at Los Angeles. He has worked in academic counseling, American culture curriculum development for international students, inter-group dialogue programs, academic success programs, and residential life.